Context of Lesson:
This lesson is after the class has learned about the different types of covalent bonds: single, double, triple, and coordinate covalent. This class will focus on how the students can figure out which types of bonds are stronger than others. In this class the students will be doing an in-class activity/lab called the Rubber Band Lab.
Opportunities to Learn: Depth of Knowledge:
Level 2
Organize 3 compounds in order of increasing bond strength.
Prerequisite Knowledge:
Periodic Table
Covalent Bonds
Plans for Differentiating Instruction:
The lab will take up this whole class period. The students will be able to walk around and be involved during this lab which is a great way to keep everyone active.
Accommodations and modifications:
I will be walking around to the groups during the lab and questioning the students so that they can make the connections between the rubber bands and covalent bonds. I will spend more time with the groups that are struggling and try to get them to make the connections. Also, some students may get an extra day to complete to lab.
Environmental factors:
The students will be doing the lab in groups in the classroom. There is no need to go to the lab room to do this experiment.
When given 3 compounds the students will organize them in order of increasing bond strength.
Instruction: Opening:
Explain the classroom activity/lab.
Model the activity for the students.
Engagement:
We’ve learned about different types of covalent bonds: single, double, triple, coordinate covalent. Do we know anything about the strength of bonds or have any ideas.
Classroom activity/lab, the Rubber Band Lab.
One rubber band for each bond.
The more rubber bands the harder it is to stretch/break; its the same with bonds.
Ask questions during the lab to get students thinking about the connections between the strength of a bond and the rubber bands.
How do more rubber bands effect the length of the rubber band?
Why does this matter?
Melting points, boiling points, etc.
Can you predict which compound will have a higher or lower melting or boiling point.
Closure:
Clean up and collect the materials from the lab.
Ask if the students have any questions about the lab.
Tell the students what to expect in the next class: bond dissociation energies and resonance.
Remind students that the lab report is due at the beginning of class #6.
Assessment:
The assessment will be an in-class activity/lab that will be due in the beginning of class #13.
Lesson Plan
Lesson Title: Strength of Covalent Bonds
State Standards: (GLEs/GSEs)
GSE - PS1 (9-11) - 4
National Standards:
Context of Lesson:
This lesson is after the class has learned about the different types of covalent bonds: single, double, triple, and coordinate covalent. This class will focus on how the students can figure out which types of bonds are stronger than others. In this class the students will be doing an in-class activity/lab called the Rubber Band Lab.
Opportunities to Learn:
Depth of Knowledge:
Prerequisite Knowledge:
Plans for Differentiating Instruction:
The lab will take up this whole class period. The students will be able to walk around and be involved during this lab which is a great way to keep everyone active.
Accommodations and modifications:
I will be walking around to the groups during the lab and questioning the students so that they can make the connections between the rubber bands and covalent bonds. I will spend more time with the groups that are struggling and try to get them to make the connections. Also, some students may get an extra day to complete to lab.
Environmental factors:
The students will be doing the lab in groups in the classroom. There is no need to go to the lab room to do this experiment.
Materials:
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
The assessment will be an in-class activity/lab that will be due in the beginning of class #13.
Reflections:
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: